The Problem Of Mother Tongue Interference In Learning Of English Among Speakers Of English As Second Language

The Problem Of Mother Tongue Interference In Learning Of English Among Speakers Of English As Second Language.

ABSTRACT

 This study examines the effects of mother tongue on students in their efforts to acquire English as their second language. The  scope of study was limited to Abia in Abia state. For the purpose of the study, the following hypotheses were postulated; There will be no significant difference in the vocabulary and grammatical patterns of the L1 (Igbo) and. L2 (English language) in the acquisition and subsequent performance of students in L2, English language, There will be no significant difference in the phonological and the orthographically patterns, of L1 and L2 and the way they affect student's mastery of L2. There will be no significant difference in the way home and linguistic background of students affect their translation of utterances and writing of sentences. From the findings of this study, all the null hypotheses were rejected. Relevant data were collected using questionnaires and test items. The research population includes one hundred and fifty students and twenty teachers randomly selected from two randomly selected secondary schools. The data collected were calculated and analyzed in percentages. The following findings and conclusions were arrived at: The difference in phonological and orthographically systems in English and Yoruba leads to linguistic interference in acquiring English. Students' mastery of English Language is affected by home and linguistic backgrounds. The differences in the grammatical and vocabulary patterns of Yoruba and English interfere with the students' mastery of English. On the basis of these findings, some recommendations were made to improve the standard of teaching and to limit the linguistic interference.

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CHAPTER ONE:

GENERAL INTRODUCTION

1.1. Introduction

Brief History of English in Nigeria.

English language is a world language. It is spoken as a first language in Britain and America. But it is spoken as a second language in many more countries of the world as a result of colonization. Although a second language, it can even be regarded as one of the major languages in Africa because it has become such a vital and essential tool in the daily lives of the people in the continent. In 1953 the United Nations Education, Scientific and Cultural Organization (UNESCO) published a report arguing in favor of mother tongue (First language) instruction. UNESCO noted that the benefits of mother tongue instruction are along many dimensions.

Psychologically, mother tongue language is the system of meaningful signs that in his mind works automatically for expression and understanding Sociologically, it is a means of identification among member of the community to which he belongs. Educationally, he learns more quickly through it than through an unfamiliar linguistic medium (UNESCO, 1953, p. 11).

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A language is a second language when it is chosen as the official language of a people who have other languages. In several countries of Africa, including Nigeria, it is the official language, the language of government, education, administration and general national and international transactions. It also, in these countries, serves as the language of the law courts, the mass media and commerce. In many of 'such countries, it did not become important by choice. It is the major aspect of British colonialism which has stuck like glue years after the countries regained their independence. Text books have remained in English especially in countries like Nigeria where there are numerous indigenous languages which deter curriculum planners from providing texts in so many languages.